How to Engage Students to Take Advantage of Online Feedback

Authors

DOI:

https://doi.org/10.5944/ried.24.2.29107

Keywords:

Feedback, online, formative assessment, reelaboration, engagement, Higher Education

Abstract

Despite a firm commitment to the implementation of continuous and formative assessment in Higher Education, in practice, this type of assessment is still not a reality. In this assessment framework, feedback processes take on a key relevance as learning facilitators. However, recent research on feedback concludes that students do not use it and they do not engage with it. The aim of this study is to provide evidence on how the strategy based upon the resubmission of an assignment can promote students’ engagement with feedback in online or hybrid environments. To achieve this aim, a quasi-experiment with pre-post measurements was designed. The sample consisted of 76 students who received the intervention (resubmission of the assignment after receiving feedback) and 60 students in the control group. Results show that resubmission is associated with higher levels of engagement with feedback. The discussion highlights the relevance of the results in online contexts or with intensive use of technology, and the potential to transfer them to educational practice. This, in turn, has an impact on the regulation and design of actual effective training practices that can eventually contribute to learning.

FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/29107/23179

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Author Biographies

Anna Espasa-Roca, Universitat Oberta de Catalunya, UOC (Spain)

Anna Espasa es profesora de los Estudios de Psicología y Ciencias de la Educación de la Universitat Oberta de Catalunya (UOC). Actualmente dirige el Máster Universitario de Psicopedagogía. Co-dirige el grupo de investigación Feed2Learn y sus principales líneas de investigación se centran en el estudio de los procesos de evaluación y feedback en los entornos virtuales de enseñanza y aprendizaje.

Teresa Guasch-Pascual, Universitat Oberta de Catalunya, UOC (Spain)

Teresa Guasch es Decana de los Estudios de Psicología y Ciencias de la Educación de la Universitat Oberta de Catalunya (UOC). A nivel de investigación, co-dirige el grupo de investigación Feed2Learn y su foco de investigación está en los procesos de enseñanza y aprendizaje, las ayudas educativas (e-feedback) y la escritura como herramienta para el aprendizaje en entornos virtuales.

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Published

2021-03-18

How to Cite

Espasa-Roca, A., & Guasch-Pascual, T. (2021). How to Engage Students to Take Advantage of Online Feedback. RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 127–148. https://doi.org/10.5944/ried.24.2.29107

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